Reviewing The Novel No Name Woman English Literature Essay

Reviewing The Novel No Name Woman English Literature Essay Kingston and Tan, both of stereotypical immigrant background, use their memories of deceased mother to build credibility in their respective articles. In Tans Mother Tongue, major themes of language and identity throughout the essay revolves around how the mothers past lives in china affect their daughters lives in this country; just as the daughters childhood experiences effect their identities and adult lives. Likewise, Kingston uses a similar approach by introducing the mother character early on in the essay, with the narrators mother telling her a story which she must never repeat about the aunt she never knew. However, unlike Tans descriptive approach on mother-daughters daily lives, Kingston focuses on the clear parallel between her aunts tragedy and her own deprivations as the daughter of immigrants: the repression of sexuality, individuality, and generational shame. Despite their differences, the power of the spoken and written word is the common theme which gave birth to its relative themes in both respective articles. Being a talk-story meant to be kept silence, No Name Woman is written instead of spoken; Mother Tongue revolves around the narrator and her mothers spoken English, and again, is written instead of spoken. Stylistically, No Name Womans distinctive accomplishment lies within the cross boundaries between genres, dictions, styles, between fact and fiction. The narrator makes radical leaps in time and space, spanning over 100 years of Chinese-American history, combining Chinese myth, family history, and American individualism and rebelliousness. On the other hand, being a significant part of Tans childhood, the limitation in language of Tans mother has more or less influence over her writing style. She criticises her past attempt to create wittily crafted sentence that could prove her mastery over the English language, That was my mental quandary in its nascent state. A terrible line, which I can barely pronounce. This explains the lack of imaginative detail, metaphor and personal musings in Mother Tongue, in which was exerted strongly in Kingstons work. However, it is the simplicity of Tans language that evoke an emotion, a visual image, a complex idea, or a simple truth without the extr avagance of time leaping, non-linear talk-stories to reveal the same emotions, ideas or a simple truth both authors wish to impact on the readers themselves. It is clear that both Tan and Kingston are reaching out to other Chinese-Americans who share their feelings of displacement and frustration. So easy to read., a verdict given by Tans mother upon completion on readings of Tans work, highlights the purpose of Tans essay in increasing the awareness of language in family, home, peer, and work communities: allowing English literatures not only accessible to mainstream Americans, but also the minorities of limited English comprehension. Being a product of the sixties, No Name Woman contains traces of the civil right and womens liberation movements of that time, where Kingston proposes: Women in the old China did not choose. Some man had commanded her to lie with him and be his secret evil she obeyed him. However, it is her struggle to make sense of her mothers story according to her mothers traditional Chinese code of beliefs, that she shares her questions and concerns directly to Chinese-Americans: Chinese-Americans, when you try to unde rstand what things in you are Chinese, how do you separate what is peculiar to childhood, to poverty, insanities, one family, your mother who marked your growing with stories, from what is Chinese? What is Chinese tradition and what is the movies? Having to state that, as an immigrant story for a nation of immigrants, both Kingston and Tans work are nevertheless intended as well for a mainstream audience. The lives Kingston and Tan have to battle through are interesting ones. The opening words of The Woman Warrior set the tone for much of the rest of the memoir, You must not tell anyone, my mother said, what I am about to tell you In fact, after being silence all her life, Kingston becomes a rebellion of sorts by breaking the silence and asserts power over those who have held her back. Such form of rebellious nature is nevertheless expressed in Tans Mother Tongue as she breaks stereotypic cycle surrounding Asians, Fortunately, I happen to be rebellious in nature and enjoy the challenge of disproving assumptions made about me. However, such depiction of unique experience in literature, as present in both Kingston and Tans work, can arguably be deemed reprehensible for its threat to distort Chinese-American reality. As the subject is forbidden, Kingston knows nothings about her aunt beyond the broad details of the story. This presents us with a dichotomy of the ambiguous nature of talk- story a blend of the real and fantasies. Similarly, Tan makes generalisation of the English spoken in other Asian-American families, not to mention her emphasise on math and science, in which Tan describes as what happened to me, not what happened to every Asian-American. The confusion and ambivalence they feel as the author, who were once the listeners, parallel ours. However, just as Kingston writes of No Name Woman: Unless I see her life branching into mine, she gives me no ancestral help, it enables readers to make allowances for Kingston and Tans reinterpretation of mothers word from their own American perspective, thereby encouraging readers too to alter ideas from each article according to their own perspectives. I believe that each of us was Amy Tan, or Maxine Hong Kingston, in some point of our lives. Whether it is through silence, or through talking, reading both authors pieces is like having a prophetic, riddle-like dream: one cannot help but to be drawn into its stories by their distinctive writing style, concepts of cultural language and identity, and its reflection on the readers themselves. With this comes an important point: sometimes we must be far away from home, or to be separated from our roots somehow, in order to realize and appreciate what we really have.

Political Idea :: essays research papers

Throughout time there have always been some philosophers who present theories, which have philosophical themes in religious thinking that, are in connection to current social and political ideas. Thinkers like St. Anselm, St. Thomas Aquinas, and John Hick all express their views and feelings on the existence of God, as well as the human race. Their theories are based off asking questions like why are we here and how do we prove God’s existence? Is there really life after death and where does the soul go? They also explore the ideas and theories behind the nature of man and what relationship that has with the existence of God. With one goal in mind, at three different times in history each have resulted in the same conclusion, that God does exist and his existence is a result of knowing and understanding why he exists. They all prove their theories in different ways, but their outcome is one in the same. St. Anselm takes the Ontological argument to explain to existence of God. An ontological argument is simply an analysis of the nature or being of something, where we would attempt to define the object, to understand its nature and to be able to list all its qualities and attributes. However, it is important to keep in mind the difference between appearance and reality when using the ontological argument to define God’s existence. There are things that appear to be real in the presence of God, but are indeed only an image of the mind. Anselm begins first with the meaning of the word God. According to most Jews and Christians, the term God means one that is greatest in power, in knowledge, in goodness and in reality; which then can be translated to be God is conceived as the most perfect being. Since this view of God that accords with the faith commitments of most believers, Anselm uses it in his ontological analysis. His definition becomes â€Å"that being than which none grea ter can be conceived†, making God not only the greatest being, but yet the greatest conceivable being. Based on Anselm’s definition he makes the argument that for a being that exists both in understanding and in reality, which would be greater than a being existing in understanding alone. Therefore, as Anselm stated â€Å"even a fool is convinced that something exists in the understanding, at least, than which nothing greater can be conceived.

Technology Is The Seed Of Our Destruction Essay -- Technology, Childre

At an early age children are given toys stimulate their brains. Legos, Lincoln logs, even the game Perfection, teach the young ones what shapes are and what they fit with. But soon Legos will no longer be relevant. Younger generations’ new â€Å"play toys† will be iPads, iPods, and numerous other tech gadgets. Our youth will grow up in a world where technology is always changing; having the mindset that nothing can be done without a smart phone, tablet, or computer. Today’s society is so tied to technology that we are losing grasp on the non-cyber reality. When my mother was dating, boys would come up to her in person and ask her out. There was a rush of adrenaline when doing so; the fear of being rejected, the joy if she said yes. Today boys just shoot over a text that reads â€Å"Hey grl, date?† And some texts are lucky if they contain vowels. What happened to romance? What young girls are growing up to realize only exists in fairytales and romantic comedies. Just like in video games, guys are always trying to find cheats, or short cuts. So it’s never a surprise when guys try to take short cuts to hook up with girls. Having phones with the ability to send pictures and search the web, makes it easier to send and receive risquà © pictures. Society as a whole is too dependent on technology, we are addicted to it. People are on edge when they are not around their phones or computers, because we feel the need to post our every thought and action that we had that day. Who really cares if Joe and Gina are eating at Steak an d Shake and feeling happy? No one! But the fact of the matter isn’t if we care it’s that we know. In the article, â€Å"Children, Technology, Problems and Preferences† is defines this act of sending naked pics or close to na... ...ut a public service announcement will cause the need for research, which will put technology to use and the may become a distraction. Doing homework is no longer about sitting down and getting it done. It is now a test of the fittest, who can go the longest without checking Facebook, tweeting, vining or posting what they just ate to instagram. We need to untie our ties to technology and take our lives back. Works Cited Crispo , Alexander W. "The Age of Electronic Fascination: Can’t Live With it and Can’t Live Without!." 2011.4 n. page. Web. Farber, Barry A., Gavin Shafron, Jaleh Hermandani, Emily Wald, and George Nitzburg. "Children, Technology, Problems, and Preferences." 2012. n. page. Web. Allison, Shelia. "Youth and the (potential) power of social media." 2013. n. page. Web. Menon, Vinay. "Blackberry or Spouse? You Choose." 2013. n.page. print

Education on health promotion Essay

The statement of the problem of this research looks into the relationship that exists between education and the promotion of health. The researcher intends to identify how education can be used to promote health in communities and also how the health of the people can be affected by education. Furthermore, the researcher intends to fill the gaps left by other researchers on how the people relates directly with the education they get in other words what good or poor health does to the education sector. It also aims at looking at the various avenues put forward to solve the problem of health and education. Through this research, data that is important for the promotion of health will be unearthed to be used during policy making. The first sub-problem is to determine the extent of the influence that education has on the health of people. The researcher intends to analyze the changes that people make once they are educated on better health promoting habits. There is also an analysis of which are the best areas for this education to be provided. There is need to see whether schools are the most accessible places to the whole community and if the people value the information they get from there. Furthermore, there is need to look at the impact of health policies in schools which encourage healthy eating and physical exercise among the students. The second sub-problem is to come up with the most efficient strategy that will benefit the whole community. Since the community consists of all manner of people who exhibit different lifestyles and backgrounds, how will the health of all these people be promoted? The research will entail posing questions to the direct beneficiaries of health promotion and compare their suggestions with the policies that have already been advanced and get to establish the impact of those comments. This will then aid the policy makers’ once it comes to making policies that can be implemented and accepted by the people who the policy intends to benefit. How are the people to be educated? It has already been advocated that education is important, but how are the people to be educated and how will the education be implemented? Will the people change their lifestyles and who will make them use the knowledge gained? The research project to be tackled is valid in the sense that it will provide knowledge that other researchers have left. It is important to note that after the researcher conducted the literature review, some gaps were identified that needed to be addressed. Much as these previous researchers touched on all aspects of the topic, they failed to adequately show how the research problem could be solved. They failed to identify the avenues that can be used by the policy makers and the implementers that ensure that they benefit the people. The researcher has consulted with the course instructor who is a research expert and has actually gone further to involve the friends to get peer review of the topics relevance. The project aims at improving ways in which the health of the communities can be enhanced. In doing this they inadvertently aid in the national economy. It will aim at establishing the people’s views on the policies put in place and their feelings towards the information they get regarding their health status. Since the researcher has reviewed the literature available in this field and also done a reconnaissance visit to the areas targeted, there is ample knowledge of what has already been researched and there is little possibility of the research being a repeat of another one. Despite all these, there is need to acknowledge that there might be some problems encountered in the filed especially when dealing with people during data collection not everyone will provide the correct information and the researcher has to be careful to avoid recording inconsistent data that is not useful. After choosing the topic and identifying the problem statement, the researcher will go ahead to look for any literature that is related to the research topic. Once this has been done, the articles will be reviewed and understood getting the data already provided and identifying areas that can be improved on. After the literature review, the researcher needs to identify the data collection methods that will be used. The data collected will be both primary and secondary where the secondary has been found from the literature. The primary data will be gotten through observing using questionnaires both open and close ended, having structured and unstructured interviews and also the use of the Likert scale (http:// jan. ucc. nau. edu/~mezza/nur390/Mod4/collection/lesson. html). All these are useful data collection methods. In conducting such a research, it would be important to use both qualitative and quantitative research tools. The quantitative tools include questionnaires; measurements and statistics while the quantitative tools will include observation (http://www. dobney. com/Research/qualitative_research. htm). This is actually an ethnographic approach. By combining both tools of research, the researcher will get the best of data. The questionnaires will be scrutinized to reject the obviously unreliable ones and correct the answers that are obvious. Inconsistency will also lead to rejection of questionnaires. The taped interviews will be listened to again and also the written statements will be analyzed. After the analysis, there will be the coding of the data. This is the interpretation part of the data. The researcher has realized that regardless of the discipline that one is affiliated with, it is important to use both qualitative and quantitative data for the sake of getting useful information (http:// hej. sagepub. com/cgi/content/abstract/54/3/347). One has to look into how to use the methods available in each method of data collection and choose the most appropriate depending on the research topic and the use of research. The importance of peer review has been revealed to the researcher. An independent party is required in the development of a research project because they provide a fresh view into the research (http://ww. jmir. org/2004/3/e37). They provide opinions regarding the methods proposed to be used and also help the researcher improve on the research topic and the problem statement. By asking questions regarding time frame and the availability of tools to be used they help the researcher become realistic in the writing of the dissertation.

Business Ethics Reflection Essay

A few years ago, my company decided to hire a man of Middle-Eastern decent to fill an open project engineering position. The gentlemen exemplified what the company wanted and needed in an employee. He had the educational requirements, work history, and years of experience in our manufacturing field. He shined during the interview process and stood head and shoulders above the other candidates. My company wasted no time making the man a reasonable offer and he gladly accepted soon afterwards. Within a few months after his arrival, the gentleman was tasked to lead a project to install an aseptic blend operation. The aseptic blend operation had some strict personal hygiene requirements. One critical requirement was no employee could don a beard when working in the blend area. Ironically, the gentleman sported a full lengthy beard in which he wore proudly as part of his Middle Eastern culture. Eventually, an unexpected ethical dilemma was on the rise. My company was caught between asking the man to shave his beard, assign another engineer to the project, or amend the requirement. After a few weeks of laboring over this problem, my company decided it would be in the best interest of all parties involved to allow the man to keep his beard and still lead the project. To do so, my company researched and was able to source large aseptic-acceptable beard nets. The gentleman was open to the idea of wearing the beard nets and the project was completed on time. The virtue, value, and moral conceptual issues in this ethical dilemma were also of interest. In terms of virtue, this man’s character was never in question. He was neither right nor wrong but was simply adhering to his cultural ways. In terms of values, the man’s personal values differed from those of the company’s. The man valued his culture and held it in high regard. As a result, he made a choice to sport a beard that signified his culture and ancestry. On the other hand, the company initially valued their policies. Yet, the company eventually decided to change them to honor the man’s values. Morally speaking, the virtues and the values of the company  and the man were not aligned thus causing an ethical dilemma. Neither of the two was right or wrong but simply had different beliefs. There were several ways in which external social pressures influenced business ethics in this situation. For example, when local Middle-Eastern delegates found about this ethical issue they became irate. They threatened to boycott the company’s products, protest outside of the company, and pursue a lawsuit. The local ACLU, The American Civil Liberties Union, spoke up against the company’s policies as well. Although they didn’t threaten any actions, their mere presence was enough to sway the company to change its policies. Finally, social pressure form the many Middle-Easterners within the community, county, and state weighed heavily on the company. These external social pressures along with internal pressure from employees were too much for the company to ignore. Again, as a result, the company amended its aseptic operation polices. If I was a company and was faced with the same dilemma today, I would have arrived at the same solution. Personally, in this situation, it would be better to amend a policy by finding suitable solutions, than it would be to stand firm. The company did the right thing by finding and purchasing acceptable beard nets rather than fight a lengthy battle in the judicial system and the court of public opinion. Therefore, I would have done the same thing today. If I was the gentleman in this situation, I would have done exactly what he originally did; stand firm and work towards to solution in which all parties are satisfied. I would not have decided to cut my hair because that would have violated my cultural values and personal value system. In the end, the solution was amicable to both the gentleman and the company. This ethical dilemma, although rectified in a reasonable fashion, brought to light other policy issues within the company. As a result, the company hired an ethical officer who oversees all policies, rules, and procedures. Also this individual helps orientate new hires who cultural ways and values are not easily recognized. This has helped the company become more cultural diverse and more cognizant of others who values differ from the majority of  the workforce References: * Managing Business Ethics * L. Trevino & K. Nelson * 2007

Chemistry Lab

The pKa of an Unknown Acid-Base Indicator By: Josephine Hong Lab Instructor: Yue Zhang Due: April 5, 2013 Submitted: April 5, 2013 Abstract: In this lab, the pKa of the unknown indicator of expression was determined both qualitatively and quantitatively. To verify our procedures, the experiment was tested using a known indicator, bromocresol green. Qualitatively, we used the color change of the solution with indicator to obtain the pKa value solely using a pH meter. Quantitatively, we used a pH meter and the spectrophotometer with varying concentrations of the acid and base.The maximum wavelengths of absorbance used to quantify the dissociated and undissociated forms of the bromocresol green were 440 nm (yellow, undissociated) and 616 nm (blue dissociated). For the unknown indicator, the wavelengths were 505. 96 nm (red, undissociated) and 601. 66 nm (blue, dissociated). For bromocresol green, the experimentally obtained pKa value measured qualitatively was 4. 04. Quantitatively, the pKa came out to be 4. 16. The percentage error (10. 47%) obtained was within reasonable range, allowing the same procedures to be used to determine the pKa value of the unknown indicator, Indicator of Freedom.Indicator was Freedom was found to have a pKa value of 5. 32 qualitatively essay writer typer. On the other hand, the quantitative pKa was measure to be 4. 265. Introduction: This lab applies the concept of an indicator dye, which is principally a weak acid that changes colors when reacting with the amount of hydronium ion in a solution. Thus, the qualitative part of the lab assumes that at the point where the solution changes color into an intermediate shade of the two, the concentrations of [HIn] and [In-] is approximately equal. Using the Henderson-Hasselbalch equation for them: he pH equals pKa when the ratio between the indicator and its conjugate base is 1. Subsequently, the quantitative portion of the lab deals with the relationship between absorbance and concentration: A1(? )A2(? )= c1c2 Thus, a certain absorbance of a solution can provide the concentration of the indicator and its conjugate base when taking into consideration the maximum wavelength of the two colors. Experimental Section: To reduce the volumes of acid and base needed and the amount of time to complete the lab, the stock solutions of strong acid and base were diluted to at least one-fourth their starting amount.Thus, 60 mL of deionized water was added to both stock solutions of 20 mL HCl and NaOH to create 2 new 80 mL diluted solutions. Part 1: Finding pKa Qualitatively 25 mL solution of the diluted NaOH with 3 drops of indicator was titrated against the diluted HCl drop wise until a color change occurred. To determine the pKa of the indicators, the pH of the solutions were taken with a pH meter when there was a color change. Determining the color of bromocresol green to be yellow when acidic and blue when basic, the point of color change to measure pH was when the solution turne d green.Likewise, the indicator of Freedom was red when acidic and blue when basic, which established the point of color change to be purple. These steps were performed three times for both the known and unknown indicators to find an average pKa value. Part 2: Finding pKa Quantitatively For the quantitative determination of pKa, multiple solutions of varying acid/ base concentration were prepared with 3 drops of indicator. Despite the varying concentrations of each solution, the total volume stayed constant at 20 mL.Before anything, the wavelengths of maximum absorbance were determined first by using solutions of pure acid and base with three drops of indicator. For each solution, the pH was measured before placing them in cuvettes to measure their absorbance values using the spectrophotometer. These steps were performed for both the known and unknown indicator. Results: Table 1: Qualitative Data for Bromocresol Green Trial| pH| 1| 3. 82| 2| 3. 93| 3| 4. 36| Average| 4. 04| Calculat ion of Average: Table 2: Maximum Absorbance and for Bromocresol Green | HCl w/ 3 Drops Indicator| NaOH w/ 3 Drops Indicator| Concentration (M)| . 028| . 0962| (nm)| 440| 616| Solution Color| Yellow| Blue| Absorbance| . 116| . 243| Table 3: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 14| 6| 3. 50| . 055| . 015| 9| 10| 4. 39| . 044| . 048| 7| 13| 5. 30| . 024| . 103| Figure 1: Absorbance vs. pH for Bromocresol Green Percent Error Calculation for Bromocresol Green: error *pKa of Bromocresol Green was found online Table 4: Qualitative Data for Indicator of Freedom Trial| pH| 1| 5. 50| 2| 5. 33| 3| 5. 12| Average| 5. 32| Table 5: Maximum Absorbance and for Bromocresol Green HCl w/ 3 Drops Indicator| NaOH w/ 3 DropsIndicator| Concentration (M)| . 1028| . 0962| (nm)| 505. 96| 601. 66| Solution Color| Red| Blue| Absorbance| . 703| . 945| Table 6: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 18| 2| 2. 07| . 360| . 046| 14| 6| 2. 36| . 374| . 048| 10| 10| 3. 88| . 347| . 087| 10| 10| 3. 04| . 312| . 041| 9| 11| 9. 35| . 148| 1. 127| 9. 5| 10. 5| 5. 95| . 171| . 686| 9. 75| 10. 25| 5. 45| . 230| . 424| 9. 25| 10. 75| 9. 13| . 146| . 913| Figure 2: Graph of Absorbance vs. pH for Indicator of Freedom Discussion:The qualitative part of the lab had room for a lot of errors. The unreliability of visual observation of the slight color change in solution could have dramatically affected the results. Because the experimentally determined pKa was less than the actual pKa for both cases, strong enough color change were probably not observed. Since the titration was performed roughly using drops, the drops could have added more acid than needed, resulting in a smaller pKa.. Quantitatively, the pKa can be determined by plotting the data, with absorbance as a function of pH. There will be two separate lines, one for each wavelength of the two colors.The intersection of these two lines will indicate the point at which the pH should be equal to the pKa. This works because at the intersection point: pH=pKa+logIn-HIn It is known that A1A2= c1c2. Since A1= A2 at the intersection point of the graph, then 1= c1c2= In-HIn. Thus,pH=pKa+log1 pH=pKa at the intersection of both curves The procedure for determination of bromocresol green pKa appeared to have worked, because the percent error was roughly around 10%. Although slightly high, these errors are unpreventable. For example, cuvettes with smudges on the sides would have increased the absorbance readings of the solutions.Moreover, the maximum wavelength is crucial because it is used as a standard to know where to record the absorbance levels of the other solutions. This is because it is where the maximum absorbance occurs for the particular color produced by the solution is. It is important to measure the absorbance levels at these standardized wavelengths to keep the data con sistent and to have the ability to compare the absorbance levels of two solutions without the need to calibrate or adjust the readings. Finally, a limited number of data points when determining the pH graphically could have also added to the error in this experiment. Chemistry Lab The pKa of an Unknown Acid-Base Indicator By: Josephine Hong Lab Instructor: Yue Zhang Due: April 5, 2013 Submitted: April 5, 2013 Abstract: In this lab, the pKa of the unknown indicator of expression was determined both qualitatively and quantitatively. To verify our procedures, the experiment was tested using a known indicator, bromocresol green. Qualitatively, we used the color change of the solution with indicator to obtain the pKa value solely using a pH meter. Quantitatively, we used a pH meter and the spectrophotometer with varying concentrations of the acid and base.The maximum wavelengths of absorbance used to quantify the dissociated and undissociated forms of the bromocresol green were 440 nm (yellow, undissociated) and 616 nm (blue dissociated). For the unknown indicator, the wavelengths were 505. 96 nm (red, undissociated) and 601. 66 nm (blue, dissociated). For bromocresol green, the experimentally obtained pKa value measured qualitatively was 4. 04. Quantitatively, the pKa came out to be 4. 16. The percentage error (10. 47%) obtained was within reasonable range, allowing the same procedures to be used to determine the pKa value of the unknown indicator, Indicator of Freedom.Indicator was Freedom was found to have a pKa value of 5. 32 qualitatively essay writer typer. On the other hand, the quantitative pKa was measure to be 4. 265. Introduction: This lab applies the concept of an indicator dye, which is principally a weak acid that changes colors when reacting with the amount of hydronium ion in a solution. Thus, the qualitative part of the lab assumes that at the point where the solution changes color into an intermediate shade of the two, the concentrations of [HIn] and [In-] is approximately equal. Using the Henderson-Hasselbalch equation for them: he pH equals pKa when the ratio between the indicator and its conjugate base is 1. Subsequently, the quantitative portion of the lab deals with the relationship between absorbance and concentration: A1(? )A2(? )= c1c2 Thus, a certain absorbance of a solution can provide the concentration of the indicator and its conjugate base when taking into consideration the maximum wavelength of the two colors. Experimental Section: To reduce the volumes of acid and base needed and the amount of time to complete the lab, the stock solutions of strong acid and base were diluted to at least one-fourth their starting amount.Thus, 60 mL of deionized water was added to both stock solutions of 20 mL HCl and NaOH to create 2 new 80 mL diluted solutions. Part 1: Finding pKa Qualitatively 25 mL solution of the diluted NaOH with 3 drops of indicator was titrated against the diluted HCl drop wise until a color change occurred. To determine the pKa of the indicators, the pH of the solutions were taken with a pH meter when there was a color change. Determining the color of bromocresol green to be yellow when acidic and blue when basic, the point of color change to measure pH was when the solution turne d green.Likewise, the indicator of Freedom was red when acidic and blue when basic, which established the point of color change to be purple. These steps were performed three times for both the known and unknown indicators to find an average pKa value. Part 2: Finding pKa Quantitatively For the quantitative determination of pKa, multiple solutions of varying acid/ base concentration were prepared with 3 drops of indicator. Despite the varying concentrations of each solution, the total volume stayed constant at 20 mL.Before anything, the wavelengths of maximum absorbance were determined first by using solutions of pure acid and base with three drops of indicator. For each solution, the pH was measured before placing them in cuvettes to measure their absorbance values using the spectrophotometer. These steps were performed for both the known and unknown indicator. Results: Table 1: Qualitative Data for Bromocresol Green Trial| pH| 1| 3. 82| 2| 3. 93| 3| 4. 36| Average| 4. 04| Calculat ion of Average: Table 2: Maximum Absorbance and for Bromocresol Green | HCl w/ 3 Drops Indicator| NaOH w/ 3 Drops Indicator| Concentration (M)| . 028| . 0962| (nm)| 440| 616| Solution Color| Yellow| Blue| Absorbance| . 116| . 243| Table 3: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 14| 6| 3. 50| . 055| . 015| 9| 10| 4. 39| . 044| . 048| 7| 13| 5. 30| . 024| . 103| Figure 1: Absorbance vs. pH for Bromocresol Green Percent Error Calculation for Bromocresol Green: error *pKa of Bromocresol Green was found online Table 4: Qualitative Data for Indicator of Freedom Trial| pH| 1| 5. 50| 2| 5. 33| 3| 5. 12| Average| 5. 32| Table 5: Maximum Absorbance and for Bromocresol Green HCl w/ 3 Drops Indicator| NaOH w/ 3 DropsIndicator| Concentration (M)| . 1028| . 0962| (nm)| 505. 96| 601. 66| Solution Color| Red| Blue| Absorbance| . 703| . 945| Table 6: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 18| 2| 2. 07| . 360| . 046| 14| 6| 2. 36| . 374| . 048| 10| 10| 3. 88| . 347| . 087| 10| 10| 3. 04| . 312| . 041| 9| 11| 9. 35| . 148| 1. 127| 9. 5| 10. 5| 5. 95| . 171| . 686| 9. 75| 10. 25| 5. 45| . 230| . 424| 9. 25| 10. 75| 9. 13| . 146| . 913| Figure 2: Graph of Absorbance vs. pH for Indicator of Freedom Discussion:The qualitative part of the lab had room for a lot of errors. The unreliability of visual observation of the slight color change in solution could have dramatically affected the results. Because the experimentally determined pKa was less than the actual pKa for both cases, strong enough color change were probably not observed. Since the titration was performed roughly using drops, the drops could have added more acid than needed, resulting in a smaller pKa.. Quantitatively, the pKa can be determined by plotting the data, with absorbance as a function of pH. There will be two separate lines, one for each wavelength of the two colors.The intersection of these two lines will indicate the point at which the pH should be equal to the pKa. This works because at the intersection point: pH=pKa+logIn-HIn It is known that A1A2= c1c2. Since A1= A2 at the intersection point of the graph, then 1= c1c2= In-HIn. Thus,pH=pKa+log1 pH=pKa at the intersection of both curves The procedure for determination of bromocresol green pKa appeared to have worked, because the percent error was roughly around 10%. Although slightly high, these errors are unpreventable. For example, cuvettes with smudges on the sides would have increased the absorbance readings of the solutions.Moreover, the maximum wavelength is crucial because it is used as a standard to know where to record the absorbance levels of the other solutions. This is because it is where the maximum absorbance occurs for the particular color produced by the solution is. It is important to measure the absorbance levels at these standardized wavelengths to keep the data con sistent and to have the ability to compare the absorbance levels of two solutions without the need to calibrate or adjust the readings. Finally, a limited number of data points when determining the pH graphically could have also added to the error in this experiment. Chemistry Lab The purpose of this lab was to see which solutions are soluble and which are not. We were able to see this by mixing certain solutions together and observing changes that occurred. The procedure for this experiment included a few different steps. The first steps were to add the nitrate solutions into the lettered parts of the 96-well plate.Once you were done with that, you were supposed to add the sodium solutions to the numbered parts of the 96-well plate, so that the solutions were added together. You were supposed to observe the different reactions occurring. Once you observed each reaction take place, you needed to fill out your data table. Data Table: Solubility Rules Table|Negative Ion (Anions)| Positive Ions (Cations)| Solubility ofCompounds| All negative ions are with| Alkali ions (Na)| Soluble| All negative ions are with| Hydrogen (H+)| Soluble| All negative ions are with| All positive ions| Soluble| Nitrate NO3- ions are with| All positive ions are| Soluble| Acetate CH COO- ions are 3with| All positive ions are| Soluble| Chloride, Cl-Bromide Br-Iodide I-| CuAll other positive ions| Low SolubilitySolubleSoluble| Sulfate SO 2-4| BaAll other positive ions| Low SolubilitySoluble| Sulfide S -2| All positive ions| Soluble| Hydroxide, OH-| Ba| Soluble|Phosphate PO 3-4Carbonate CO 2-3Sulfite, SO 2-3| H| Soluble| Once you recorded all of the data, there were a few questions that needed to be answered. A. Compare your results with the solubility rules and/or solubility table in your chemistry text. I would say that my results turned out pretty close to the rules in the text book. I observed many different reactions occurring. The colors of the solutions changed from clear to purple, from clear to blue and yellow, and from clear to a milky white color. There were also changes from a light yellow to a dark almost orange color. B.Do your results agree with your expectations from the solubility rules/table? My results do agree with my expectations, however, I wasnà ¢â‚¬â„¢t expecting all of the solutions to be soluble. C. Which anions generally form precipitates? What are exceptions? Silver salts, Phosphates, Sulfides, Carbonates, Hydroxides. Exceptions include alkali metals. D. Which anions generally do not form precipitates? What are the exceptions? Nitrates, Alkali metals, Ammonium salts, Halides, and Acetates. The exceptions include those mentioned above that would form precipitates. E. Which cations generally do not form precipitates?Na+ generally does not form precipitates. F. Select 10 reactions that produce a precipitate, color change, or gas and write balanced chemical equation and a net ionic equation for each. Remember, a reaction may be indicated by the formation of a precipitate, color change, or the formation of gas. Record the well numbers of the precipitates you chose for your equations. (Co(No3)2+6H2O)+(Na3PO4+12H2O)Well A1 (Cu(NO3)2+3H2O )+(Na3PO4+12H2O)Well B1 (Fe(NO3)3+9H2)+(Na3PO4+12H2O)Well C1 (Ba(NO3)2) )+(Na3PO4+12H2O)W ell D1 (Ni(NO3)2+6H2O)+(Na3PO4+12H2O)Well E1 (Co(No3)2+6H2O)+(NaHCO3)Well A5 Cu(NO3)2+3H2O)+(NaHCO3)Well B5 (Fe(NO3)3+9H2)+(NaHCO3)Well C5 (Ba(NO3)2) )+(NaHCO3)Well D5 (Ni(NO3)2+6H2O)+(NaHCO3)Well E5 To wrap things up, I found this lab to be easy but confusing at the same time. I am not sure my reactions were all correct because I thought there were supposed to be some that were insoluble, however, I observed reactions occur every time. I would suggest maybe providing better rules for the solubility table because I was a little bit confused with that at first as well. I enjoyed doing this lab, as I do every one, but there were parts of it that just confused me.

Impact of Marketization on Higher Education in the UK

Abstract Marketization is an increasing phenomenon within the current environment. Every sector of the economy continues to adopt the concept of marketization in a bid to enhance efficiency, effectiveness, and competitiveness of the affected sectors. One of the main sectors identified in the current literature review is higher education. The paper below provides a critical literature review on the basis of theoretical and empirical reviews. The theoretical review identifies and explains the theory of marketization whereas the empirical review evaluates the varied findings and views of the scholars and researchers on the impact of marketization on higher education. The results of the review state that there are both negative and positive impacts of marketization on higher education in respect to UK. Key words: Marketization, higher education, theoretical, empirical Introduction The following is a review of literature on the impact of marketization on higher education in the UK. Evidently, marketization, which involves the restructuring, remodelling, and transformation of publicly-owned enterprises or organisations into market-based entities, continues to be a common phenomenon especially in the current century. Through marketization, majority of the higher learning institutions in the UK have been transformed from being owned by the government to market-oriented institutions to enhance quality and operations. A number of researchers and scholars have conducted an evaluation and analysis on the impact of the concept on higher education in the UK. Therefore, the current paper aims at reviewing some of the literatures explaining the impact of marketization on higher education. In accomplishing this objective, the current literature review is performed on the basis of theoretical and empirical reviews. The review ends with a concluding remark that summarises th e main points whilst stating the stand of the analysis. Theoretical Review Marketization theory describes the functionality of marketization. According to Raffe and Croxford (2013), the theory of marketization provides a good foundation to nations in introducing the aspects of choices, competition, and public accountability, which are essential in enhancing the quality of products or services under production. Evidently, the theory of marketization helps in eliminating different economic problems and concepts such as unfavourable market competition, inefficiencies in markets, and the lack of players and market forces that are likely to influence the production process. Based on the theory of marketization argues it is important to transform an entire economy by getting rid of the planned economic system and allowing market-based scenario to prevail in the economy in question (Quinlan, 2014). Amongst the aspects discussed within the theory of marketization include liberalisation, contracting reforms, stimulating of competition, incentive creation, and outsou rcing reforms that will help in transforming the higher education sector. Other aspects explained within the theory of marketization include the reduction of regulation, opening market-oriented systems, and effective allocation of resources (Xue-chao, 2012). From such perceptions, it is arguably important to note that the theory of marketization explains the fact that through the concept of liberalising an economy all the trade barriers and price controls are significantly removed, which provide space to the various stakeholders to actively engage in ensuring that there is high quality production process. From the perspective of the marketization theory, a number of economies across the globe are calling upon for the deregulation of institutions of higher learning with the aim of making them more competitive within the global market. The 2013 year has been a year of marketization of the higher education system in the UK (Raffe & Croxford, 2013). Throughout the 2013, UK developed policies and strategies towards attaining a fully marketised system especially for the higher education sector. Since 2013 UK has developed numerous and possibly effective policies that are aimed at encouraging the expansion of higher education. Expansion of higher education as anticipated by the UK government through development of various policies has the sole objective of increasing participation of all the stakeholders in education (McNeill, 2012). Increased participation of all involved stakeholders in the higher education courtesy of marketization concept results into a more educated workforce, which has actually enabled the UK to experience a growth in its economy. Indeed, marketization of the higher education in UK has offered a perfect ground-breaking insight on how the government policies can be employed towards altering the structures and operations of different institutions for higher learning especially universities and technical colleges (Xue-chao, 2012). The following section provides an empirical review of the previous studies and views of the scholars on the impact of the marketization on higher education with special focus to the UK. Empirical Review Different scholars and researchers have performed evaluation, analysis, and studies on the impact of marketization on higher education in the UK. Brown (2013) conducted a study that aimed at describing the concept of market-based policies with regards to higher education in the UK. In addition, Brown (2013) also aimed at assessing the historical background regarding the current reforms within higher education in UK especially in respect to marketization. The study by Brown (2013) established that there has been an improvement in higher education as seen within the idea of competition, efficiency, responsiveness, as well as innovation courtesy of marketization. From the perspective of the theory of marketization, Brown (2013) argued that marketization has provided the opportunity for different stakeholders other than government to also engage in providing services of education and learning in higher institutions of learning. Therefore, from the study of Brown it is evident that market ization has positive impact on higher education within UK. The other study was performed by Hommel and King (2013) who sought to find out the financial dimension of specific reforms by the government especially in respect to developing an educational sector that is risk-based. From the corporate risk management literature, Hommel and King (2013) found out that business schools, which continues to adopt the risk-based regulations and reforms to meet their objectives and targets with respect to learning process, face a lot of challenges especially in line with managing risks. In this respect, Hommel and King (2013) established the fact that business schools especially within the ranks of universities and other institutions of higher learning should be careful about their financial solvency through effective and efficient maintenance of functioning risks. Hence, on the perspective of the study conducted by Hommel and King (2013), it is evident that in as much as marketization provides some positive impacts there are negative impacts that accrue due to the concept for instance the increase exposure to various financial risks. Natale and Doran (2012) also performed a study on the marketization of education in a bid to identify the ethical dilemma that exists in the same. From the study, it is clear that the marketing of education continues to be epidemic, which calls for the suffusion of both practices and principles of business in the management of higher education. However, Natale and Doran (2012) established in their study that in as much as the higher education is becoming more advanced, efficient, effective, and very competitive, the idea of exposing higher education to marker-based systems has resulted into increased costs of education. As a result, there is a growing ethical concern, that is, even though on one side the higher education sector is becoming more efficient, effective, and competitive, the cost of accessing such higher education has become higher and unattainable since the pricing has been left on market forces. Such views have also been put forward by Tapper (2013), who argue that desp ite positive impacts of marketization on higher education, the market-based systems have exposed the pricing of higher education to market forces, which makes the entire cost expensive. Hence, there is need to identify whether to enhance efficiency at the expense of the cost of providing education. The other study was conducted by Holmwood (2012) with an aim of analysing markets and publics as the new battlegrounds for the sector of higher education across many economies. Holmwood (2012) evaluated the recent policy changes especially started by the British Conservative-Liberal Democrat coalition government. The policy by the coalition government is a preferred paradigm shift with respect to restructuring and remodelling of the higher education sector. The findings from the study showed that there has been radical and neo-liberal approach towards transforming the higher education sector. So far, the policies developed by the government have been very successful in enhancing the efficiency, effectiveness, and competitiveness of higher education. However, Holmwood (2012) stated in the study that the only problem with transforming higher education sector into a market-based system is the fact that monocultural perspectives are likely to result into value of what is lost. Despite th e problem of monoculture as created by the market-based systems, Holmwood (2012) strongly believe that marketization is indeed a good concept; a view that has also been supported by Nickola et al (2012). Consequently, marketization continues to be a good foundation for changing higher education in the UK. Conclusion The above is a literature review explaining the impacts of marketization on higher education with special focus to the UK. The review contains two main sections, namely, the theoretical review and the empirical review. On the basis of the theoretical review, it is evident that the theory of marketization calls for the removal of the public or government dominance in the running and management of institutions of higher learning. What’s more, the theory of marketization explains that through changing the higher education sector to market-based system, the private sector is highly involved, which results into enhanced efficiency, effectiveness, and competitiveness of the higher institutions of learning. On a different perspective, the empirical review provides an analysis and evaluation of the various findings by different researchers and scholars on the impact of marketization on higher education. From the empirical review, it is clear that whereas there are numerous positive im pacts of marketization on higher education, the concept also has negative impacts on the same sector. List of References Brown, R. 2013, â€Å"Access to Higher Education: The Shift towards Market-Based Policies in the UK†, DICE Report, vol. 11, no. 2, pp. 23-27. Holmwood, J. 2012, â€Å"Markets versus Publics: The New Battleground of Higher Education†, Harvard International Review, vol. 34, no. 2, pp. 12-15. Hommel, U. & King, R. 2013, â€Å"The emergence of risk-based regulation in higher education†, The Journal of Management Development, vol. 32, no. 5, pp. 537-547. McNeill, T., 2012, ‘‘Don’t affect the share price’’: social media policy in higher education as reputation management. Research in Learning Technology, vol. 20. Natale, S.M. & Doran, C. 2012, â€Å"Marketization of Education: An Ethical Dilemma†, Journal of Business Ethics, vol. 105, no. 2, pp. 187-196. Nickolai, D. H., Hoffman, S. G., & Trautner, M. N., 2012, Can a knowledge sanctuary also be an economic engineThe marketization of higher education as institutional boundary work. Sociology Compass, vol. 6, no. 3; Pp. 205-218. Quinlan, K. M., 2014, Everything for saleThe marketisation of UK higher education. By Roger Brown with Helen Carasso. British Journal of Educational Studies, (ahead-of-print), 1-3. Raffe, D., & Croxford, L., 2013, How stable is the stratification of higher education in England and Scotland?. British Journal of Sociology of Education, (ahead-of-print), 1-23. Tapper, T., 2013, Roger Brown and H. Carasso: Everything for saleThe marketisation of UK higher education. Higher Education, vol. 66, no. 5; Pp. 641-643. Xue-chao, Y. H. J. M., 2012, Marketization of Higher Education in the UK: The Perspective of Financing [J]. Tsinghua Journal of Education, vol. 3, no. 015.